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The Use of Indigenous Techniques of Communication in Language Learning: the Case of Cameroon

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The Use of Indigenous Techniques of Communication in Language Learning: the Case of Cameroon THE USE OF INDIGENOUS TECHNIQUES OF COMMUNICATION IN LANGUAGE LEARNING: THE CASE OF CAMEROON Balbina Ebong II Table of contents List of tables ……………………………………………………………………………………………. ….iv Acknowledgement …………………………………………………………………………………………... v Dedication………………………………………………………………………………………………......vii Chapter 1. Introduction………………………………………………………………………………1 1.1 English Language Teaching/Learning Policy in Cameroon ……………………………...3 1.2 Clarification of Basic Concepts…………………………………………………………...6 1.3 A Brief Review of Methods in Language Teaching/Learning ……………….…….……..7 1.4 Streamlining the Communicative Approach to Language Teaching..…..…..…………...10 1.5 The Scope of the present study…….……………………………………...….….….…...17 Chapter 2. Literature Review...…………………………………………...………….…...……......20 2.1 Language Teaching/Learning and Cultural Material …..……………….…….…..……..20 2.2 Motivation in Foreign Language Learning ......…………………………..……...….…...28 2.3 Language Learning Techniques ……………..…………………………..………...…….35 Chapter 3. Methodology ……………………………………………………………….…………...48 3.1 Research Background …………………………………………..……………………….48 3.1.1 Empirical Approach ………………………………..…………………….…....49 3.1.2 Research Question ………………………………………..…………….……...50 3.2 Data Collection and Processing………………………………………..……..……….....50 3.2.1 Students’ Questionnaire …………………………………..…………..………..53 3.2.2 Teachers’ Questionnaires……………………………………………………....53 3.2.3 Textbooks………………………………………………………....……………55 3.3 Data Processing and Analysis…………………………..………………..………………57 Chapter 4. Analysis of Students’ Questionnaires………………..………………..………….……59 4.1 Students’ reactions to language lessons…………………..…………….………………..59 4.2 Reasons advanced by students for learning English………..…………….………….…..59 4.2.1 Students’ use of the English language at home and in school…...…………......61 4.2.2 Students’ opinion about English language lessons………………...……….…..64 4.2.3 The contribution English makes to official exams……………………………..66 4.2.4 Reasons for students’ choice in 4.2.3…………………………….…..………...68 4.2.5 Students’ opinions and relationship with their English language teachers….....71 4.3 Students’ assessment of the use of indigenous techniques……………..……..………....72 4.3.1 Teachers’ use of drama or role-play…………………………..……..………....73 4.3.2 The use of songs………………………………………………..……..……......75 4.3.3 The use of folktales…………………………………………….……..………..78 4.3.3.1. Frequency in the use of folktales…………….……..…….....79 4.3.3.2. Students’ opinions on the use of folktales…….……..……...81 4.3.3.3. Kinds of folktales that students love listening to….…..…….82 4.3.4 The use of riddles and proverbs………………………………………..…….....84 4.4 Students’ assessment of course books used in Cameroonian schools….………..……....85 4.5 Resume of results got from students’ Questionnaires………………….………..……….86 Chapter 5. Analysis of Teachers’ Questionnaires………………………………….……………...91 5.1 Reasons why teachers think students learn the English language…………..……….…..93 5.2 Teachers’ evaluation of students’ reactions to English language lessons…..…………...96 5.3 Reasons why teachers think some students are bored with their language lessons….......97 5.4 Teachers’ views on the recommendation of the use of drama in course books….....… .101 5.4.1 Frequency with which teachers use role-play or drama in their lessons.…… .103 5.4.2 Teachers’ reactions to the use of role-play or drama………………….....…...105 5.4.3 Reasons why some teachers do not use role-play or drama……….………….107 5.5 Frequency in the use of folktales……………………………………………………….111 5.5.1 Students’ reactions to the use of folktales: the teachers’ perspective………...114 III 5.5.2 Reasons why some teachers think students love folktales…………………………………………………………..…………...117 5.5.3 Teachers’ choice in the use of folktales………………………………………121 5.5.4 How teachers feel about telling folktales……………………………………..123 5.6 Teachers’ opinions about textbooks used in schools in relation to folktales and songs..126 5.7 Teachers’ reactions to the use of riddles and proverbs…………………………………129 5.7.1 Frequency with which teachers use riddles and proverbs in their language lessons………………………………………………………………130 5.7.2 Students’ reactions to the use of riddles and proverbs: the teachers’ perspective………… . …………...…………………………….133 5.7.3 Teachers’ reactions to the use of riddles and proverbs.…..…………………..136 5.7.4 Riddles and proverbs that teachers find difficult to teach.……………………138 5.7.5 Teachers’ choice in the use of riddles and proverbs………………………….141 5.8 Teachers’ reactions to the combined use of folktales, drama, songs, riddles and proverbs in an English language class..…………………………………………… …..143 5.9 Proposals by teachers of ways to make English language teaching/learning interesting …………………………………………………………………...………….146 6. Summary of results got from the teachers’ questionnaire………...…………………….148 Chapter 6. Analysis of textbooks used in Cameroonian schools for the teaching/learning of English as a Foreign Language………………………………………………...….152 6.1 Contents of the textbooks used for the teaching/learning of English as a Foreign Language in Cameroon…………………………………….. …..….…….154 6.2 Contents of Go For English “Sixieme”………………………………………… ……155 6.2.1 Analysis of Go for English “Sixieme” in relation to the use of folktales……..156 6.2.2 Analysis of Go for English “Sixieme” in relation to the use of songs………..157 6.2.3 Analysis of Go for English “Sixieme” in relation to the use of role-play…….158 6.2.4 Analysis of “Go for English” “Sixieme” in relation to the use of riddles and proverbs…………………………………………………………………..159 6.3 Contents of Go For English “Troisieme” …………………………………………….161 6.3.1 The use of folktales in Go For English “Troisieme”…………………………163 6.3.2 The use of Songs in Go For English “Troisieme” ……….…………………163 6.3.3 The use of role-play in Go For English “Troisieme” ………………………...165 6.3.4 The use of riddles and proverbs in Go For English “Troisieme” …………...166 6.4 Contents of Go for English “Terminale” ……………………………………………....166 6.4.1 Indications of the use of folktales in Go For English “Terminale” ………….168 6.4.2 Indications of the use of songs in Go For English “Terminale” ….…………169 6.4.3 Indications of the use of role-play in Go For English “Terminale”….……....170 6.4.4 Indications of the use of riddles and proverbs in Go For English “Terminale” …………………………………………….…………………………….. 171 6.5 Summary of results got from the analysis of textbooks used in Cameroonian schools in relation to indigenous techniques of communication…………….…………173 Chapter 7. Summary of Findings and Conclusion ------------------------------------------------------175 7.1 Summary of findings …………………………………………………………………..175 7.2 Significance of the study and theoretical implications ………………………………...180 7.3 Recommendations from the study……………………………………………………...182 7.4 Suggestions for further research ……………………………………………………….184 APPENDICES…………………………………………………………………………………………….186 Appendix 1A Students’ Questionnaire……………………….………………………………………..186 Appendix 1B Teachers’ Questionnaire …………………………………………….…………………188 Appendix 2 Sample lesson with the use of indigenous techniques of communication .…………….190 Appendix 3A Proverbs ……………………………………………….……………………………….192 Appendix 3B Riddles …………………………………………………………………………………193 Appendix 4 Songs ……………………………………….…………………………………………..194 BIBLIOGRAPHY……………………………………….………………………………………………..195 IV List of Tables Table 1: Students’ reasons for learning the English language……………………………………60 Table 2: Language spoken by students at home……………………...….……………………….61 Table 3: Language spoken by students with friends in school…………………………………...62 Table 4: Language spoken by students with friends out of school……………………………….63 Table 5: Students’ opinion about English language lessons……………………………………...64 Table 6: The contribution that English makes to official exams…………………………………66 Table 7: Student’s reactions to eliminating English language from official exams….…………..67 Table 8: Reasons for students’ choice in 4.2.3……………………………….…………………..68 Table 9: Students’ opinions about their English language teachers………….…………………..71 Table 10: Students’ opinion about role-play or drama……………………….…………………..75 Table 11: Frequency in the use of songs………………………………………………………….77 Table 12: Students’ reactions to the use of songs…………………………….…………………..78 Table 13: Frequency in the use of folktales…………………………………..…………………..80 Table 14: Students’ opinions on folktales……………………………………..………………….81 Table 15: Kinds of stories that students love…………………………………..…………………82 Table 16: Students’ assessment of textbooks…………………………………..…………………85 Table 17: Reasons why teachers think students learn the English language……..………………93 Table 18: Students’ reaction to language lessons………………………………….….………….96 Table 19: Reasons why teachers think some student are bored with language lessons……..……98 Table 20: Recommendations of the use of role-play (drama) in textbooks as perceived by teachers…………………………………………………………..……………………..103 Table 21: Frequency with which teachers use role-play…………………………………..…....,104 Table 22: Teachers’ reactions to the use of role-play……………………………………….…..106 Table 23: Reasons why some teachers do not carry out role-play or drama activities………….107 Table 24: Frequency in the use of folktales……………………………………………………..112 Table 25: Students’ reactions to folktales as perceived by teachers…………………………….115 Table 26: Reasons why teachers think some students love folktales……………………………118 Table 27: Teachers’ choice in whether or not to tell folktales…………………………………..121 Table 28: How teachers feel about telling folktales in language classes………………………..123 Table 29: Teachers’ responses about textbooks used
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